Margaret J. Snowling is Professor of Psychology and President of St. John's College, University of Oxford. She is Fellow of the British Academy, Fellow of the Academy of Medical Sciences and Fellow of the Academy of Social Sciences. She is Past President of the Society for the Scientific Study of Reading and served on Sir Jim Rose's Expert Advisory Group on provision for Dyslexia. She was appointed CBE for services to science and the understanding of dyslexia in 2016.

Charles Hulme is Professor of Psychology and William Golding Senior Research Fellow at Brasenose College, University of Oxford. He is a fellow of the British Academy, the Academy of Social Sciences, and Academia Europea. He recieved the Marion Welchman International Award for Contributions to the study of Dyslexia from the British Dyslexia Association in 2019.

Kate Nation is Professor of Experimental Psychology at the University of Oxford and a Fellow of St. John's College. She is a Fellow of the Academy of Social Sciences. Her research concerned with language processing has been recognized by the British Psychological Society and the Experimental Psychology Society. She received the Celebrating Impact Prize from the Economic and Social Research Council in 2020.

List of Contributors ix

Prefacexv

Acknowledgmentsxix

Part I Word Recognition 1

1 Progress in Reading Science: Word Identification, Comprehension, and Universal Perspectives 5
Charles Perfetti and Anne Helder

2 Models of Word Reading: What Have We Learned? 36
Mark S. Seidenberg, Molly Farry- Thorn, and Jason D. Zevin

3 Word Recognition I: Visual and Orthographic Processing 60
Jonathan Grainger

4 Word Recognition II: Phonological Coding in Reading 79
Marc Brysbaert

5 Word Recognition III: Morphological Processing 102
Kathleen Rastle

Part II Learning to Read and Spell 121

6 The Foundations of Literacy 125
Lorna G. Hamilton and Marianna E. Hayiou- Thomas

7 Learning to Read Words 148
Anne Castles and Kate Nation

8 Learning to Spell Words 165
Nenagh Kemp and Rebecca Treiman

9 Individual Differences in Learning to Read Words 186
Donald L. Compton, Laura M. Steacy, Yaacov Petscher, Valeria M. Rigobon, Ashley A. Edwards, and Nuria Gutiérrez

10 Teaching Children to Read 209
Robert Savage

Part III Reading Comprehension 235

11 Reading Comprehension I: Discourse 239
Paul van den Broek and Panayiota Kendeou

12 Reading Comprehension II: Sentence Processing 261
Simon P. Liversedge, Chuanli Zang, and Feifei Liang

13 Modeling the Development of Reading Comprehension 280
Arne Lervåg and Monica Melby- Lervåg

14 Children's Reading Comprehension Difficulties 298
Kate Cain

Part IV Reading in Different Languages 323

15 Reading and Reading Disorders in Alphabetic Orthographies 327
Markéta Caravolas

16 Reading and Reading Disorders in Chinese 354
Catherine McBride, Xiangzhi Meng, Jun-Ren Lee, and Dora Jue Pan

17 Reading the Akshara Writing System 372
Sonali Nag

Part V Disorders of Reading 391

18 Acquired Disorders of Reading and Writing 395
Anna Woollams, Matthew A. Lambon- Ralph, and Karalyn Patterson

19 Developmental Dyslexia 416
Richard K. Wagner, Fotena A. Zirps, and Sarah G. Wood

20 Comorbidity of Reading Disorders 439
Kristina Moll

21 Learning to Read with a Language or Hearing Impairment 460
Suzanne M. Adlof, Jessica Chan, Krystal Werfel, and Hugh W. Catts

Part VI Biological and Social Correlates of Reading 487

22 The Genetics of Dyslexia: Learning from the Past to Shape the Future 491
Silvia Paracchini

23 Genetic and Environmental Influences on Learning to Read 515
Callie W. Little and Sara A. Hart

24 The Neurobiology of Literacy 533
Jason D. Yeatman

Glossary 556

Index 569